Students with additional learning needs: Theory, practice and interventions - what works?

Conference program and registration Hippocrates and Socrates XI - a powerful partnership Students with additional learning needs: Theory, practice and interventions - what works? September, 7th and 8th, 2006 John Loewenthal Auditorium Westmead Hospital Darcy Road, Sydney EARLY BIRD! by 3rd August, 2006 CHERI s conference and clinical programs are proudly supported by

CHERI s mission To be internationally recognised for research that promotes children s health and well-being through improvements in the interface between health and education. Conference overview Educating students with additional learning needs can be challenging. What do theories propose? What does research tell us? Which interventions work? How can I make educational judgments based upon evidence? Presentations at this conference will focus on theory and practice, and how teachers can integrate the two for students with additional learning needs such as giftedness, learning disabilities, communication and challenging behaviours. Classroom interventions that work for children with specifi c learning needs will also be presented. As in past years, delegates will have the opportunity to network and participate in a panel discussion with presenters. This conference is an excellent opportunity for the professional development of teachers and allied health professionals who wish to further their knowledge and understanding of students with additional learning needs. Thursday, 7th September, 2006 8.30am 9.00am 9.15am 9.30am 10.15am 10.45am 11.30am 12.15pm 1.15pm 2.00pm 2.45pm 3.30pm 4.15pm REGISTRATION WELCOME OPENING ADDRESS Dr Antonio Penna, Chief Executive, The Children s Hospital at Westmead. Principles of effective teaching Julie Hook, Education Consultant, Kinections Pty Ltd, NSW. MORNING TEA Students with disabilities in the mainstream: What works for teachers and students? Anthony Shaddock, Professor of Special Education, University of Canberra, ACT. Linking research and practice: How does knowledge of the cause of early literacy difficulties inform us about best assessment and instructional practice? Deborah Knight, Senior Clinical Psychologist and Director, Dalwood Assessment Centre, NSW. LUNCH The impact of chronic illness on education and the school environment Dr Belinda Barton, Head of Department; and Dr Richard Webster, Paediatric Neurologist, CHERI, NSW. Cultural and linguistic diversity: Issues for schools Dorothy Hoddinott, Principal, Holroyd High School, NSW. Challenging behaviour Ilona Bruveris, Principal, Carinya Special School, NSW. PANEL DISCUSSION CLOSE DISCLAIMER: The speakers, topics and times are correct at the time of printing. In the event of unforeseen circumstances, CHERI reserves the right to delete or alter items in the conference program.

Friday, 8th September, 2006 8.30am 9.00am 10.00am REGISTRATION What does evidence-based practice in education mean? Dr Kerry Hempenstall, Senior Lecturer, Division of Psychology, School of Health Sciences, RMIT University, VIC. PARALLEL SESSIONS A B C A B C Special test provisions for state wide assessment tasks Christine Albans, R/Team Leader, Learning Assistance, Josie Howse, Manager, State Braille and Large Print, and Ruth Silverton, Senior Education Offi cer - Sensory, Disability Programs Directorate, NSW Department of Education and Training. Special test provisions for selective high schools and opportunity class placement Cynthia Wearne, Senior Education Officer, Selective High School and Opportunity Class Placement Unit, NSW Department of Education and Training. Special examination provisions for the school certificate tests and higher school certificate examinations Robyn Speers, Director of Examinations; and Lorrae Skelcher, Leader, Student Examination Support Unit, NSW Offi ce of the Board of Studies. Helping students with reading difficulties: The research setting Professor Max Coltheart, Academic Director and James Packer Chair of Educational Research, CHERI; and ARC Federation Fellow, Professor of Psychology and Scientific Director, Macquarie Centre for Cognitive Science, Macquarie University, NSW. Helping students with reading difficulties: The schools setting Jerry Baker, Principal, Palm Avenue School, NSW. Health and education working together in the management and treatment of an adolescent with a mood disorder: A consultative model Dr Robert Redwin, Child, Adolescent and Family Psychiatrist, Ross Black, Principal, and June Simpson, Specialist Counsellor, Rivendell School for Specifi c Purposes, NSW. 11.00am 11.30am 12.30pm 1.30pm 2.30pm 3.30pm D MORNING TEA PARALLEL SESSIONS A B C repeated LUNCH PARALLEL SESSIONS D E F School needs of students with chronic illnesses Sandra Crossan and Catherine Miskovich, Education Program Coordinators, Back on Track NSW, CHERI; and Daphne Walshe, Clinical Nurse Consultant - Metropolitan Area and Bridget McGinley, Clinical Nurse Consultant - Rural Area, The Oncology Unit, The Children s Hospital at Westmead, NSW. E E Gifted and talented students: The challenges of being outside the square our schools live in Ruth Targett, Head of Gifted and Talented Programs, Moriah College, NSW. F Adolescents with language impairment: Transition from school to community Frederick Patchell, Speech Pathology Adviser, Catholic Education Offi ce, Parramatta, NSW, and School of Communication Sciences & Disorders, University of Sydney; and Heather Gwilliam, Transition Liaison Offi cer, Special Education Division, Catholic Education Offi ce, Parramatta, NSW. PARALLEL SESSIONS D E F repeated CLOSE DISCLAIMER: The speakers, topics and times are correct at the time of printing. In the event of unforeseen circumstances, CHERI reserves the right to delete or alter items in the conference program.

Presentations - Thursday, 7th September 2006 Julie Hook, Education Consultant, Kinections Pty Ltd, Rockdale, NSW. Principles of effective teaching This session will aim to present practical classroom approaches for students with additional learning needs, underpinned by evidence based best practices and principles. Evidenced based effective teaching principles will be presented as a framework for looking at what works for students with additional learning needs to enable them to be successful learners. The concepts of adjustment, accommodation and support will also be explored within this framework, with links made to the NSW Quality Teaching framework. Foundational, student specifi c and domain specifi c effective teaching strategies will be identifi ed and common links drawn. Student specifi c effective teaching strategies will address a range of students with additional needs including students with learning diffi culties, autism, emotional and behavioural support needs and students with high support needs. Anthony Shaddock, Professor of Special Education, University of Canberra, ACT. Students with disabilities in the mainstream: What works for teachers and students? Australian legislation requires equality of access and many parents are choosing to send their son or daughter with a disability to a mainstream school. Although researchers are identifying a growing number of successful, research-based teaching strategies, some of these strategies are diffi cult to implement in classroom situations. This paper presents the results of recent national research that examined the strategies that Australian teachers prefer to use when they have a student with a disability in their mainstream. The paper discusses the reasons for their preferences, the barriers they encounter and some of their more innovative teaching approaches. Deborah Knight, Senior Clinical Psychologist, Director, Dalwood Assessment Centre, Seaforth, NSW. Linking research and practice: How does knowledge of the cause of early literacy difficulties inform us about best assessment and instructional practice? Effective identifi cation, assessment and instructional management of children with signifi cant literacy diffi culties presupposes a working understanding of the basic causes and developmental course of the disorder. A great deal has been learned over the past few decades about the core processing diffi culties underlying developmental reading and spelling diffi culties. This knowledge in turn has driven both the development of a range of assessment tools to accurately identify affected children early into their schooling years, and systematic investigation of which instructional strategies best assist struggling students. In this session, Deborah will provide an overview of signifi cant research fi ndings relating to the primary causes of literacy diffi culties in children. Areas covered will include description of the phonological processing and naming speed weaknesses typically found in affected children, fi ndings from genetic and biological studies and recent advances in identifying early symptom markers. This will be followed by a discussion of the impact of these fi ndings on assessment and teaching practice. Dr Belinda Barton, Head of Department; and Dr Richard Webster, Paediatric Neurologist, CHERI, NSW. The impact of chronic illness on education and the school environment As a result of the advances in scientifi c knowledge and technology, the number of children being identifi ed and living with a chronic illness is increasing. Consequently, the enrolment of such children in local schools has increased and teachers are progressively faced with more challenges in meeting their needs. Such needs include the potential limitations in a child s physical ability to participate in school activities, wide ranging impacts on children s quality of life and emotional well-being. Neurological illnesses, such as epilepsy, have the capacity not only to differentiate children from their classmates but also to affect children s cognition, behaviour and academic function. Recommendations for supporting children with a chronic illness in the educational setting will be included in this presentation.

Dorothy Hoddinott, Principal, Holroyd High School, NSW. Cultural and linguistic diversity: Issues for schools This paper will examine some of the issues for schools with signifi cant non-english speaking background enrolment, especially new arrivals and refugees. The paper will examine settlement issues for young people and their families in relation to schools and schooling, and issues for schools, including English language learning, literacy, poverty, trauma, health, welfare, post-school options, and educational success. Ilona Bruveris, Principal, Carinya Special School, Mortdale, NSW. Challenging behaviour The focus of the session will be on understanding challenging behaviour in order to develop the best strategies for management of a range of challenging behaviours. There will be a brief review of research as it applies to schools. This will be followed by an analysis of various school situations where challenging behaviour occurs, strategies which can be used to manage the behaviours and the implication for OH&S. As a range of strategies are available these will be examined with a view to understanding what factors would lead staff to choose a particular strategy. Presentations - Friday, 8th September 2006 Dr Kerry Hempenstall, Senior Lecturer, Division of Psychology, School of Health Sciences, RMIT University, VIC. What does evidence-based practice in education mean? How can I make educational judgments based upon evidence? Should I? The education fi eld is subject to many and varied claims as to what works. There are reading and maths curricula, classroom management approaches, after-school programs, various tutoring methods, and technology-based interventions. A plethora of offerings can be found - on the web, the TV, and from traditional publishers. Most make bold claims about educational outcomes, and usually assert they have evidence of effectiveness. Should I be a brain-based, multiply-intelligenced teacher? Who and what to believe? Preservice training has not usually equipped teachers with a framework to weigh these claims. This session will consider some of the issues involved in making judgments about the quality of educational evidence, and provide examples of reports that attempt to synthesise the research on what works. Christine Albans, R/Team Leader, Learning Assistance, Josie Howse, Manager, State Braille and Large Print, and Ruth Silverton, Senior Education Officer - Sensory, Disability Programs Directorate, NSW Department of Education and Training. Special test provisions for state-wide assessment tasks An outline of student access to special provisions for state wide assessment tasks including BST, ELLA, SNAP, and ESSA, explaining the relationship between special provisions, accommodations and learning adjustments within classroom practice. An overview of purpose, process and the role of the Learning Support Team in accessing special provisions for students with additional learning support needs. Cynthia Wearne, Senior Education Officer, Selective High School and Opportunity Class Placement Unit, NSW Department of Education and Training. Special test provisions for selective high schools and opportunity class placement Strategies in government schools enable Selective High Schools and Opportunity Classes to provide intellectual stimulation and an educationally enriched environment for academically gifted and talented children. Students must compete academically for placement, mainly through test and school assessment results. The selection committee will consider children with disabilities if there is evidence that the marks do not fully indicate ability. Parents or principals may request special test provisions to assist students with disabilities to perform in the test at their optimum level. These special provisions will be discussed in detail.

Presentations - Friday, 8th September 2006 cont d... Rob Speers, Director, Examinations; and Lorrae Skelcher, Leader, Student Examination Support Unit, NSW Office of the Board of Studies. Special examination provisions for the school certificate tests and higher school certificate examinations An outline of provisions granted to students with special examination needs, for practical support in the School Certifi cate Tests and Higher School Certifi cate Examinations. An overview of the purpose, process and nature of the provisions. Professor Max Coltheart, Academic Director and James Packer Chair of Educational Research, CHERI; and ARC Federation Fellow, Professor of Psychology and Scientific Director, Macquarie Centre for Cognitive Science, Macquarie University, NSW. Helping students with reading difficulties: The research setting Programs for helping students with reading diffi culties must be evaluated, otherwise we don t know whether or not they are actually effective. Evaluating such programs in a research setting has many advantages since it allows very tight control over many variables which, if they were not controlled, would make the results of the evaluation ambiguous. I will offer some examples of such tightly controlled studies which have shown substantial benefi cial effects of appropriate programs; this will include programs to help students with reading diffi culties and programs to help children with spelling diffi culties. But of course there is a crucial next step here, which is to determine whether programs that work in the rigorous conditions of a research setting will also work in the everyday situations of school settings. Jerry Baker, Principal, Palm Avenue School, Seaforth, NSW. Helping students with reading difficulties: The schools setting Successful programs for students with severe reading diffi culties have certain common features. Over many years of careful development Palm Avenue School programs have been designed to apply the instructional components that research and experience have identifi ed as critical. Issues of both content and procedure are addressed in terms of consistent and integrated approaches, which have proved effective with a population of New South Wales country students with a previous history of failure to learn. Examples of instructional techniques and materials are described, and issues of application, such as instructional setting, and length of intervention, are discussed. Dr Robert Redwin, Child, Adolescent and Family Psychiatrist; Ross Black, Principal; and June Simpson, Specialist Counsellor, Rivendell School for Specific Purposes, Concord West, NSW. Health and education working together in the management and treatment of an adolescent with a mood disorder: A consultative model This presentation involves a case study which covers clinical and behaviour management perspectives. It addresses the family, adolescent and school issues, and discusses the multidisciplinary approach to treatment, educational and transition planning, including the Individual Management Plan and the implications for the mainstream school. Sandra Crossan and Catherine Miskovich, Education Program Coordinators, Back on Track NSW, CHERI; and Daphne Walshe, Clinical Nurse Consultant, Metropolitan Area and Bridget McGinley, Clinical Nurse Consultant, Rural Area, The Oncology Unit, The Children s Hospital at Westmead, NSW. School needs of students with chronic illnesses Students with chronic illnesses are often excluded from the full experiences of school life. They miss their friends, teachers, academic and group experiences of the classroom, as well as the social experiences of the playground. Apprehension about returning to school often stems from students isolation from their peers. This may be compounded by special medical needs and or a change in appearance. This session will present strategies for primary and high schools, in both metropolitan and rural areas, to help students stay on track with their education and in touch with the school community. While this session will focus on students with cancer, the strategies presented are applicable to many other chronic illnesses.

Presentations - Friday, 8th September 2006 cont d... Ruth Targett, Head of Gifted and Talented Programs, Moriah College, NSW. Gifted and talented students: The challenges of being outside the square our schools live in Being gifted sounds like it would be a huge advantage in the school system. However, our school system is not designed to cater effectively for the needs of our gifted students. This workshop, presentation will highlight the needs of gifted students and how they differ from regular students. It will also focus on the challenges for teachers, and parents of gifted students. The presenter has taught gifted students from kindergarten to year 12 in NSW and will deal with the issues of giftedness in various contexts, as well as present strategies that have been used successfully to support gifted students to perform well in the school system. Frederick Patchell, Speech Pathology Adviser, Catholic Education Office, Parramatta, NSW, and School of Communication Sciences & Disorders, University of Sydney; and Heather Gwilliam, Transition Liaison Officer, Special Education Division, Catholic Education Office, Parramatta. NSW. Adolescents with language impairment: Transition from school to community Many adolescents with language impairment face the prospect of long-term literacy and psychosocial problems which can eventually manifest as unemployment. This incurs high personal and societal costs. This paper provides an overview of ways of working with adolescents with language-based learning needs with particular emphasis on how the Transition Program of the Catholic Education Offi ce (Parramatta) prepares these young people for post-school life. The achievements of the Transition Program were recognised by a 2006 National Award for Quality Schooling.

Students with additional learning needs: Theory, practice and interventions - what works? Conference location and address The conference is being held in the John Loewenthal Auditorium, located in the Education Block, Westmead Hospital. Access is via the hospital s main foyer, off Darcy Road, Westmead. Transport - by car Westmead is about 10 minutes drive from Parramatta, and about 60 minutes from Sydney. Accessible via the M4 Motorway or the Great Western Highway, off Hawkesbury Road, Westmead. Entrance to the hospital is off Darcy Road. Transport by bus and train Westbus buses (numbers 609, 705 or 711) depart from Parramatta Station approximately every 20 minutes on week days, and stop outside Westmead Hospital on Hawkesbury Road. Travel time is about 10 minutes. Westmead railway station (Western line) is approximately 5 minutes walk from the Westmead Hospital. Travel time from Central Station to Westmead Station is approximately 45 minutes. For timetable information by train, ferry and bus travel, phone 131 500, or visit the Transport Infoline: www.131500.com.au. Parking Please note that parking is extremely limited, and public transport is strongly recommended. Parking at Westmead Hospital is accessible via coin operated boom gates. The fee is $6 per day and correct change is required at the boom gate upon entry. Receipts are available upon request from the cashier. Parking is also available at the University of Western Sydney s, Westmead Precinct, Police Campus, accessible by car via the M4 Motorway or the Great Western Highway, off Hawkesbury Road, Westmead, and adjacent to the Westmead railway station. The fee is $4 per day, and payable upon entry to the car park. Accommodation The following hotels are located in the area. Please coordinate all reservations directly with the hotel. You will need to advise that you are attending the CHERI conference at Westmead Hospital, and ask for the corporate, government or family rate, as appropriate. Pacific International Suites Parramatta Cnr Parkes Street and Valentine Avenue Parramatta Tel: (02) 9685 1600 $135.00/night including 1 full buffet breakfast* (Standard King Suite) $ 170.00/night including 1 full buffet breakfast* (One Bedroom Apartment) * Full buffet breakfast served daily in the Kanto Restaurant. Note: There is one daily hotel shuttle to the hospital. Please book with reception upon arrival. www.pacificinthotels.com/suites_parramatta Best Western Wesley Lodge 175 Hawkesbury Road Westmead Tel: (02) 9635 1233 $110/night (Deluxe room) $121/night (Executive room including breakfast) www.wesleylodge.com.au Front entrance to Westmead Hospital is off Darcy Road Westmead Hospital Main entrance The Children s Hospital at Westmead Carlton Hotel Parramatta 350 Church Street Parramatta Tel: (02) 9630 4999 $168/night (single share) $186/night (twin or double share) Rates incl full Buffet Breakfast, use of Hotel s leisure facilities, Foxtel in accommodation rooms, Broadband access (fee applies), and complimentary undercover car parking. www.carltonhotels.com.au Crowne Plaza Parramatta 30 Phillip Street Parramatta Tel: (02) 9689 3333 $191/night incl full buffet breakfast for one (standard room) $207/night incl full buffet breakfast for two (standard room) www.crowneplazaparramatta.com.au ** The John Loewenthal auditorium is located in the Education Block, and is accessible via the foyer from the main entrance to the hospital CHERI s website CHERI s website, www.cheri.com.au provides information about our current research activities, upcoming conferences and research forums, and details about our clinical services. In addition, a range of educational information sheets that are suitable for parents, teachers and students can be downloaded. If you would like to be notifi ed about CHERI s future events, and tell us about your areas of interest, please submit your contact details online via the form on the home page.

Personal details Title: First name: Surname: Occupation: Organisation: Address: State: Postcode: Tel: Fax: Email: Do you require a certifi cate of attendance? Yes No Please indicate whether you have any special dietary requirements: Please complete a separate form for each person attending. To assist us with our future planning, how did you hear about this conference? Received fl yer in the mail Email from CHERI Website From a colleague/friend How did you hear? Advertisement (please specify) Other Privacy policy CHERI will use information it collects from you for the primary purpose for which it is collected and for such other secondary purposes that are related to the primary purpose of collection. Personal details that CHERI collects will be stored in CHERI s database and used to provide you with information on CHERI s events. Please notify us in writing if you do not wish to have your personal details stored. CHERI will not disclose your personal details to a third party without your permission. Would you like to be notified of future CHERI events? Yes No This registration form will be a Tax Invoice for GST purposes when paid in full. The Children s Hospital at Westmead ABN 53 188 579 090 The program includes morning tea and lunch (all rates include GST). Please tick the appropriate boxes: Early bird: by Thursday, 3 August, 2006 One day $160 Thu Fri Two days $300 Thu & Fri Regular: from Friday, 4 August, 2006 One day $175 Thu Fri Two days $335 Thu & Fri Note: Cancellations received between 1-4 September 2006, will incur a 15% late cancellation fee. No refunds will be provided for cancellations on or after 5 September, 2006. Or you can pay by credit card or cheque, made payable to The Children s Hospital at Westmead. Your receipt will be sent in the mail within two weeks. I enclose payment of AUD$ Bankcard Mastercard Visa Cheque Money order Card number: Registration For your convenience, you can register online at www.cheri.com.au/conferences.html Expiry date: Cardholder s name: Signature: Tel (business hours): Mail registration and payment to: CHERI The Children s Hospital at Westmead Locked Bag 4001 Westmead NSW 2145 For further information please contact Ms Gerry Manuel: Tel: +61 (0)2 9845 0418 Fax: +61 (0)2 9845 0421 Email: GerryM3@chw.edu.au

Locked Bag 4001 Westmead NSW 2145 Tel: +61 (0)2 9845 0418 Fax: +61 (0)2 9845 0421 Email: GerryM3@chw.edu.au Web: www.cheri.com.au